+

2016 Annual Report for

City High School
Presentation to the School Board
Brett Goble, Principal
 2

+ Mission:
City High School strives to be a community of learners in which all members
use their minds well and care about one another. We engage with challenging
academics and the unique resources of our city and region in order to become
active citizens and responsible stewards of our world.
+ 3

City High School’s Charter Goals Established in

2003; revised in strategic plan in 2009
• Students are known well and have opportunities to direct their own
learning. Adults provide individual support and partner with families to
Personalization ensure academic and social success for all students.

• Students engage in learning experiences that require them to practice

Challenging Academic critical thinking and study habits, and to demonstrate mastery of
knowledge and skills. The academic program prepares students for
Curriculum college, career, and life-long learning.

• Students and staff engage with Tucson, the Southwest, and the border
Community region to become active and responsible citizens. This is accomplished
through place-based and service learning, internships, and community
Connections partnerships.

• Students develop the skills and confidence to take responsibility for their
actions and initiate efforts to improve the school and community. Students
Student Leadership have multiple opportunities to participate in school-wide initiatives and
decisions.

• The school brings together and retains a diverse population of students and
staff; diverse identities and points of view are recognized and respected;
Diversity and, the curriculum reflects the varied cultural traditions of southern
Arizona.
+ 4

4 Indicators of School Success

identified by Board of Directors in 2010

1. ADE 2. College
Accountability Readiness

4. Staff
3. Enrollment
Retention
 5
Overlap between Indicators of Success
and Charter Goals
5 Success Indicators  Arizona Letter College Readiness Student Staff Retention
Grade Enrollment
6 Charter Goals 

Personalization X X X
Challenging Academics X X
Diversity X X
Student Leadership X X
Community Connections X
Institutional X X X
Advancement
+
 Annual School Ranking
 Annual AZ State Indicators
 Annual Dropout Rate
 Graduation Rates
Goal 1: ADE
 AIMS Data (Prior Years)
Accountability
 AzMERIT Scores
+ City High School’s Annual Ranking in the
Arizona Accountability System(s)
AZ Learns A-F Letter Grade (new
(old system) system)

2006 Highly Performing

2007 Highly Performing
2008 Highly Performing
2009 Highly Performing
2010 Performing
2011 B
2012 B
2013 C
2014 B
No new letter grades issued for 2014-15. Status based
2015 on prior year’s grade.
B
+ 8

Dropout Rate:
Key Factor in School Letter Grade

City HS Dropout Rate (%) Arizona Comparison

6

5 4.9
4
3.6 3.6 3.5 3.5 3.6
3.1 3.2
3 2.9
2.9 2.8 2.9
2.6
2 2.1 2
1 1
0.5 0.5 0.5 0.5
0
2007 2008 2009 2010 2011 2012 2013 2014 2015 2016
 City High School Arizona
9
100

93
90
85
8077 81 82 81 81
75 78 78 77 78
74 76 76 76
73
70
66
60

50
2007 2008 2009 2010 2011 2012 2013 2014 2015 2016
+
City High School 4-Year Graduation Rate [by cohort]
• Since 2010 City High School has consistently outperforms the state average for 4-year graduation rate; in 2016 we
achieved the 4-year graduation rate set by the school’s charter of 90% or better.
• The ADE school ranking system included the 5-year grad rate only from 2011-2014 but there is a renewed focus on the
4-year grad rate. (See AZ School Report Cards, www.azreportcards.org)
• We recognize that a 5-year plan is best for some students, such as transfer students who arrive at City High School
behind cohort or students whose IEPs include a longer course of study for success. We have made these accommodations
despite the negative impact on the school’s 4-year grad rate.
 AzM ERIT: Math 9-11 @ City Hig h Sc hool
ye ars 1 & 2 of im ple m e ntation
60

50 AZ 10
AZ 9
40
AZ 11
30 CHS 9
CHS 10
20
CHS 11
10

0 2015 2016
+ AZ 10 30 35
AZ 9 32 36
AZ 11 31 29
CHS 9 22 26
CHS 10 13 27
CHS 11 11 29
 AzM ERIT: ELA 9-11 @ City Hig h Sc hool
ye ars 1 & 2 of im ple m e ntation
60

50 AZ 10
AZ 9
40 AZ 11
CHS 9
30 CHS 10
CHS 11
20

10 2015 2016
+ AZ 10 32 30
AZ 9 27 35
AZ 11 31 30
CHS 9 48 32
CHS 10 42 46
CHS 11 45 34
 AZ Merit: ELA
60

50

40

CHScohort-2018
% PASSING

AZcohort-2018
CHScohort-2017
30
AZcohort-2017

20
+

10

0
2015 2016
 AZ Merit: Math 8

40

35

30

25
CHScohort-2018
% PASSING

AZcohort-2018
20 CHScohort-2017
AZcohort-2017

15

+ 10

0
2015 2016
+
AIMS Reading Scores
[for historical reference only]

100
96
86
80 80
83
80
84

75
75
77 77 75
73

60

40
2009 2010 2011 2012 2013 2014

Arizona Comparison
City High School 10th Grade Passing Rate (%)
+
AIMS Writing Scores
[for historical reference only]

100
94

80
75
73
71 71 68 69
70 70

60
63 60
58

40
2009 2010 2011 2012 2013 2014

Arizona Comparison
City High School 10th Grade Passing Rate (%)
+
AIMS Math Scores
[for historical reference only]

100

80
70
64 64
60 60 61
58
50 53 53
48
40 39 43

20

0
2009 2010 2011 2012 2013 2014
Arizona Comparison
City High School 10th Grade Passing Rate (%)
+
 Overview of Cohort & Class of
2016
Goal 2: College  College Readiness Indicators
Readiness  Trends on “First Generation”
 PSAT/SAT/ACT/GPA data

 College& Career Prep: Student

Perspectives from Annual Survey
+
Graduating Class of 2016
 Data in this section is reported focusing on the “Graduating
Class” – profiling those students who were seniors and
graduated in a given year.
 Overview
 45students total
 27% are students of color
 42% qualified for Free or Reduced Lunch
+ 19

Definition of “College Ready”

2. College

+ Eligible: takes
necessary
courses/steps for
+
entrance
1. College 3. College
Aware: Prepared:
understands graduates w/skills
importance; sees it necessary for
as an option college

=
Equation developed by
D. Baker, 2005 College
Ready
Concept further
defined/developed by
D.T. Conley, 2007
+
Indicators for #1: College Aware
Profile of those receiving a diploma in a given year…

83%
80%
76%
73% 72% 73%
69%
59% 60% 59% 60%
57%
49% 51%53%
43%
41% 40% 39% 41%
33%
29%

18%17% 20%

Applied in-state (4 Applied out of Completed FAFSA Took ACTs or Went on college
yr univ) state (4 yr univ) SATs tour (jr year)

Class of 2012 Class of 2013 Class of 2014 Class 2015 Class of 2016
+
Indicators for #2: College Eligible
Profile of those receiving a diploma in a given year…
97%98%
92%
89%
83%
78% 78%
70%69% 0.7 71%

60%

49%
43%0.45
0.3534%
30% 30%

Accepted to 4-yr Credits exceed AZ Headed to college/univ Received scholarship

institution grad req's (2 or 4 yr) funds

Class of 2012 Class of 2013 Class of 2014 Class of 2015 Class of 2016
+
Indicators for #3: College Prepared
Profile of those receiving a diploma in a given year…
100%
98% 96%100% 100% 100%
97%
93% 95%
89% 91% 89%
85% 87% 86%
81%
78%
77% 76%
73%
64%
60%
51% 51%

4 years @ CHS Completed GPA at/above 3.0 Graduated in 4 Passed Sr

internship years Gateway

Class of 2011 Class of 2012 Class of 2013

Class of 2014 Class of 2015 Class of 2016
+ 1st Generation College-Bound: In-Depth Look
Postsecondary Bound (2- or 4-Year) 4-Year University Only
100%
91%
90%
80%
69%
70%
60% 53% 53%
50% 47%
44%
40%
32% 29%
29%
30%
20%
9%
10%
0% 0%
0%
Class of Class of Class of Class of Class of Class of
2010 2012 2013 2014 2015 (count 2016
(count=19) (count=7) (count=15) (count=17) =11) (count=16)

We define “first generation college bound,” to mean that neither parent holds a bachelor’s degree from a 4-year
university. 35% of the Class of 2016 was first generation.
Key College Readiness Factors

● high school course selection

● test scores (SAT/ACT)
● GPA (more recent emphasis on this)
● parent education level
college prepared
% Cohort
4-year
GPA Distribution by Cohort College Eligible

2019: 72%
2018: 65%
2017: 75%
 PSAT Fall 2016: % meeting College/Career Readiness 26
+ Benchmarks
 PSAT Fall 2016: % Hispanic students meeting
+ CCR Benchmarks
27
 PSAT Fall 2016: % Hispanic students meeting
+ BOTH CCR Benchmarks
28
 PSAT Fall 2016: % Hispanic students meeting
+ ERW CCR Benchmarks
29
 PSAT Fall 2016: % Hispanic students meeting
+ MATH CCR Benchmarks
30
+ COHORT 2018: 31

Growth from PSAT10 to PSAT/NMSQT

college aware

% students that took the SAT or ACT

college aware

% seniors Completing the FAFSA

US DOE FAFSA COMPLETION TOOL; 1/2017

college prepared

Students Meeting SAT CCR Benchmarks

+ 35

Student With Failing Grades

Students with 1 or more 'F's Race/Ethnicity of Students on
'F' Report 11/2016
180
White Hispanic
160 American Indian African American

140 4%
7%
120
100
33%
100

80
63 70
60

40
56%
20
Race/Ethnicity of CHS 58% White
0 Student Body 2016-17: 37% Hispanic
November, 2014 November, 2015 November, 2016 4% American Indian
2% African American
+ 36

End-of-Year Gateway Exhibition

% of students not passing in their first effort

10
9
8
7
6
5 2015 % Not Passing
4 2016 % Not Passing
3
2
1
0
Cohort 2016 Cohort 2017 Cohort 2018
+ 37

End-of-Year Gateway Exhibition

% of students earning a ‘Mastery’ score

80
70
60
50
40 2015 % Mastery
2016 % Mastery
30
20
10
0
Cohort 2016 Cohort 2017 Cohort 2018
+ The Student Perspective: College-Related 38

Questions in Annual Climate Survey

6

5.5

4.5

3.5

2.5

2
CHS is preparing me for I want to go to college I have opportunities to be
collecge challenged academically

2010 2011 2012 2013 2014 2105 2016

Rating system is on a 6-point scale:

1=strongly disagree; 6=strongly agree
+ The Student Perspective: Career-Related Questions 39

in Annual Climate Survey

6

5.5

4.5

3.5

2.5

2
My internship was a I have an idea for my Experiences at CHS help I met and learned from
valuable real world internship (9th-11th) me think about careers adults in the community
experience (12th gr)

2010 2011 2012 2013 2014 2015 2016

Rating system is on a 6-point scale:
1=strongly disagree; 6=strongly agree
+
 Recruitment Efforts
 Enrollment Numbers: 100 Day
Count
 Attendance Rates
Goal 3:
Enrollment  Retention Trends
 Efforts
to Build Participatory
School Culture:
 Habits of Heart & Mind
 Extended Day Participation
+ Ongoing Recruitment Efforts
 Focus on PFFS as feeder schools Our
Goal: seamless transition between
schools and critical mass of PFFS middle
schoolers choosing City

 Emphasis on college preparatory

component of City High School
 Highlighting Eve’s role

 Promoting College Now program

 Enrollment tours and monthly

community tours to expand our reach
 City High School's 100 Day Count
42

182 183
176 177
174 173
171 170
166
163

2008 2009 2010 2011 2012 2013 2014 2015 2016 2017
+
Capacity & Enrollment
• City High School has capacity for up to 45-50 students per grade level; maximum of 195 total.
• There is a 14% capacity limit for Support Services to ensure a successful inclusion model.
• Waiting lists regularly exist for two or more grade levels (most common for 10 th and 11th grades).
• Annual enrollment is impacted by both recruitment and retention.
• School facility at capacity with new middle school wing for Paulo Freire Freedom School-Downtown; 75 middle
schoolers in FY15, projected # for FY16 is 75 students.
+ 43

Attendance Rates
100

98

96 95.9 96
95.4
95.1
94.2 94.3
94
93.4
92.9
93% = lowest
92 attendance rate
allowed by AZ
state
90.6
90
2008 2009 2010 2011 2012 2013 2014 2015 2016

Data source: ADE ADMS 540-1 reports

+
Retention Trends: Mid-Year Withdrawals
Total # Enrolled
Mid-Yr Withdrawals
209
195 203 200 195 190 187 Annual Retention Rate:
186
August to May

93%

47 89%
87% 87% 87%
26 32 27 31 25 20 20
84% 83%

78%
20 09
20 10
2 0 11
20 12

20 14
20 15

6
20 13

-1
-
-
-
-
-
-
-
11
08
09
10

12
13
14
15
20

2009 2010 2011 2012 2013 2014 2015 2016

+
Retention Trends: Annual Retention
Non-Returning Mid-Year & Summer
Total # Enrolled Annually
203 200 195 190
180 Annual Retention Rate

81%
80%

50 49 45 76% 76%
37 38
75%

2010-11 2011-12 2012-13 2013-14 2014-15

2011 2012 2013 2014 2015
+ Promoting Participatory School Culture: 46

Weekly Habit of Heart & Mind Awards

70% of students received at least 1 HHM Award in 2014-15
61% of students received at least 1 HHM Award in 2015-16

Students receiving HHM

Awards 2015-2016 56 54
47

2015 31 32
2014
28 26
32 201328
19
2012

2011 19
31 9th 10th 11th 12th

9th Gr 10th Gr 11th Gr # of students receiving awards total # of awards

12th Gr #REF!
+ 47

Participatory School Community:

Voices After-School Program
Voices Participation, Years 1-5 Program Highlights in Year 6
116  Over 56% of the student body participated in
108 107
101 30 or more days.
97
 26% of student body participated in 50+ days
2015 of programming in Year 6.
2016
2014 
2013 Program seen as exemplary site and chosen for
2012 statewide grantee meeting.
 Very positive student feedback:
46
2011  92% report Voices participation makes them
feel more connected to school
 80% report tutoring improved their grades
and understanding of concepts.
 82% report that participating in after school
# of Participants (30+ Days) programs allowed them to develop
leadership skills.
+ 48

Impact of After-School Program on

Math and ELA Performance
% of after-school participants (30+ days) who improved grade or maintained a passing
grade in Math/ELA class from Semester 1 to Semester 2
80

70

60

50 Math
ELA
40

30

20

10

0
2013 2014 2015 2016*
• *2016 data includes only students who improved Math/ELA grade
• Relevant after-school programs in 2016 included: Academic Tutoring, Instructor Office Hours, STEM Action Crew,
Honors Candidacy, Game Design, Newspaper, Drama, and Youth Poetry Slam Workshop
+

 StaffMorale & Feedback:

Survey Trends 2011-2015
Goal 4: Staff  Investment inStaff:
Retention Compensation &
Recognition/Appreciation
 Staff
Perspectives on Board
Governance and Financial
Leadership
+
Staff Survey – Tracking Areas of Strength
from 2011
2011 2012 2013 2014 2015
Treated fairly by 100% agree 100% agree 100% agree 100% agree 100% agree
my colleagues

Admin staff 100% agree 100% agree 100% agree 100% agree 100% agree
responsive to my
needs

Mission-focused 100% agree 93% agree 100% agree 100% agree 100% agree
organization

I had autonomy 94% agree 95% agree 100% agree 100% agree 91% agree
and a sense of
agency

Encouraged to set 100% agree 92% agree 89% agree 92% agree 89% agree
and achieve annual
goals
+
Staff Survey – Tracking Areas of Concern
from 2011
2011 2012 2013 2014 2015
I received 81% agree 90% agree 100% agree 93% agree 100% agree
sufficient support
for my level

I received 87% agree 85% agree 100% agree 93% agree 100% agree
sufficient
recognition

I felt successful in 81% agree 95% agree 100% agree 86% agree 100% agree
my job

I had the tech 47% agree 59% agree 67% agree 100% agree 90% agree
resources I
needed

Communication 73% agree 80% agree 50% agree 67% agree 70% agree
was effective and
timely
+
Investment in Staff:
Compensation, Professionalism, Appreciation
 Budget Priority: Staff Raises
 FY14 ended salary freeze trend
 Investment of $50K in FY15 budget for
increased FTE and compensation
 Across-the-board salary increases of
$500 for FY16

 Investment in Staff
 New teacher laptops (Aug 2013)
 Overnight staff retreat (Aug 2014)
 Appreciation events: birthday desserts,
lunches, holiday party
 Small gifts (Teacher Appreciation Week,
New Years/Valentines, etc)
+ “The board of directors plays
an important governance role.”
Staff impressions:
100

80

60 don't know
strongly disagree
disagree
40 agree
strongly agree

20

0 Source: annual
2011 2012 2013 2014 2015 staff survey
+ “There are sufficient efforts on the part of board and staff
to secure necessary funding for the school.” Staff
impressions:
100

80

60 don't know
strongly disagree
disagree
40 agree
strongly agree

20

0
2011 2012 2013 2014 2015 Source: annual
staff survey
+ Thank You!
& Time for Q & A